Pearson gold pre first teachers book

Students complete the remaining questions then compare their answers in pairs before checking as a class.. Students underline words or phrases, then compare their answers in pairs before

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Introduction 3

Teaching notes for photocopiable activities 115Photocopiable activities 133

CONTENTS

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Rationale

Welcome to Gold Pre-First, an innovative and engaging course for students

beginning to prepare for Cambridge English: First or working up to B2 on

the common European framework Gold Pre-First, with 100 percent new

content, follows a similar identity and approach to the previous Going for

Gold Upper Intermediate, but with content more clearly aligned to the exam

Rich authentic texts, carefully chosen to appeal to adults and older teenagers,

provide the basis for lessons that will captivate the interest of both students

and teachers alike

Gold Pre-First is the perfect lead-in to Gold First The 12 graded units

progressively develop students’ competence in grammar, vocabulary and

skills At the same time, graded tasks of the type found in the Cambridge

English: First exam provide students with a gradual introduction to the

requirements of the exam Students will fi nish the Gold Pre-First course with

a solid grounding in the language they will need for the Cambridge English:

First exam, and a clear idea of what to expect in the exam

The Gold Pre-First package combines a suite of printed and digital components

that can be used individually or in a multitude of combinations to suit the

learner’s needs and the technology available The table on page 5 gives an

overview of how the components available with Gold Pre-First fi t together

The Teacher’s notes include many ideas for how and when to integrate the

diff erent components to provide a seamlessly integrated and easy-to-use

course package that both tech-savvy teachers and those using an interactive

whiteboard for the fi rst time will fi nd invaluable

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Dynamic learning

Using Gold Pre-First makes it easy to teach light, fun classes

with stimulating, discussion-rich lessons together with

lots of personalisation There is a strong emphasis on

communicative practice and the development of natural

speaking skills to develop student confi dence

Better class fl ow

Material in Gold Pre-First is divided into lessons on spreads

or pages so that there is a natural progression through a

variety of activities including individual, pair- and classwork

Each unit contains practice for all of the papers of the

Cambridge English: First exam, and every lesson includes an

integrated range of skills including plenty of discussion

Vocabulary presented in

chunks

In Gold Pre-First, phrasal verbs, collocations, idioms and other

vocabulary are presented and practised in context to help

students understand and remember them better

Main features of course

Comprehensive exam practice and support

Gold Pre-First ensures that students know what to expect

in the exam and how to deal with each part eff ectively, thanks to the carefully-staged exam tasks and extra tips with every exam task Task types are introduced gradually and the complexity is built up slowly through the book to help prepare students for tackling the tasks independently in the

exam The Exam Maximiser also provides plenty of revision,

practice and extension, as well as a complete Practice test, and a Useful language section to help build useful phrases for the test

Extensive digital package

The Gold Pre-First digital components provide an easy-to-use

solution for teachers and schools who wish to incorporate technology to a greater extent in their classes to provide a more engaging student experience Components include

Audio CD-ROM for students, and ActiveTeach interactive

whiteboard software and the Testmaster for teachers You

will fi nd many ideas of how and when to use these included

in the Teacher’s book along with other suggestions for incorporating technology such as useful websites

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Gold Pre-First Package Components

Coursebook The Gold Pre-First Coursebook includes 12 engaging units integrating all skills

and papers, authentic texts and exam-style practice and exam tips with every exam task It also contains a Grammar reference with practice activities, a comprehensive Writing reference including model answers for each text type, a Functions bank with practice activities and a detailed Exam focus section

Audio CD-ROM Student tablet /

computer The Gold Pre-First Audio CD-ROM provides students with the full Coursebook audio so they can listen again at home Teachers who choose not to use the IWB

software can use the Audio CD-ROM to play the audio in class, either directly

through a computer or by burning the MP3 files to an audio disc

The Audio CD-ROM includes interactive practice activities to extend and review language from the Coursebook There’s an additional activity for every Grammar

focus and Vocabulary focus section, and one for each Listening focus section, focusing on further vocabulary from the text There are also interactive versions of the four Progress tests

Exam Maximiser The Exam Maximiser is an additional practice book providing extra work on exam

tasks and language points Activities follow on from but are not dependent on

the Coursebook

The Exam Maximiser includes plenty of extra listening practice, a complete

Practice exam and a Useful language section

In the Teacher’s Book, activities from the Exam Maximiser are suggested at the end

of the each lesson These can be completed in class or as homework

Teacher’s Book Photocopier for

photocopiables The Gold Pre-First Teacher’s Book is a complete guide to using all of the Gold Pre-First components in a blended classroom You’ll find lesson plans for all

Coursebook spreads along with answers, audio scripts, and sample answers for

writing tasks for every unit

The Teaching notes include references to all of the components as well as many supplementary ideas for warmers and extension activities You’ll find advice on using the digital components and other ideas for a blended classroom, including useful websites

It also includes 24 photocopiable activities (two for each unit) to provide extra communicative practice in class

printer The Testmaster provides the teacher with customisable tests including placement texts, a unit test for each unit, four progress tests, and an exit test

ActiveTeach Interactive

whiteboard / projector

Gold Pre-First ActiveTeach is sophisticated IWB software which can be used during

all classes to display text and pictures, play audio and do activities

Key features include ‘click through’ navigation to move from one activity to the next without having to return to the page spread (although that option is always there), ‘show answers’ for all activities, four additional interactive activities per unit, video of a mock speaking test, and tools for both using the content provided and adding notes, links and documents

Each unit has two pre-populated games practising key grammar or vocabulary from the unit Teachers can also create their own new games (look for the games controller icon in the toolbar) There is a timer and a teacher-controlled scoreboard for other classroom activities

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• Thorough review of key grammar points with thousands of corpus-based example sentences showing natural English in authentic contexts

• Focus on essential words and phrases to help students write about a wide range of topics

• Word Store focusing on topics and lexical areas that are

important to know for the exam

• Entry Tests to lead students to appropriate practice of specific language points

• Comprehensive grammar and vocabulary practice

• Exam Practice every two units

Longman Exams Dictionary

With expert guidance on vocabulary building and writing skills, plus hours of interactive exam practice

on the CD-ROM, the Longman

Exams Dictionary is a must-have for

all serious students preparing for

examinations Definitions in the Gold

First Teacher’s Book have been taken

from the Longman Exams Dictionary.

• Covers key academic study areas such as computing and medicine

The Longman Exams Coach CD-ROM improves exam

performance with hours of interactive practice, with

feedback including practical strategies to improve academic

essay writing and listening practice

Cambridge English First

Practice Tests Plus 2

The Cambridge English First Practice

Tests Plus 2 New Edition offers

comprehensive practice for each exam paper and includes:

• eight complete practice tests, two with exam guidance and tips

• audio and colour visual materials allowing students to practise for the speaking and listening papers

at home

• sample answer sheets and a guide to the exam so your

students know what to expect

• answer key and audio script to support teachers doing

exam practice in class

Cambridge English First Practice Tests Plus 2 New Edition

includes a DVD-ROM with:

• authentic examples of the speaking exam

• writing samples

• teaching tips and activity ideas

• interactive phonetics chart

Recommended Pearson products for use

with Gold Pre-First

For students preparing for the

Cambridge English First exam

Advanced students should refer to

Grammar and Vocabulary

for Cambridge Advanced and Proficiency

by Richard Side and Guy Wellman

Grammar and Vocabulary

for Cambridge First

second Edition

Luke Prodromou

For students preparing for the Cambridge English First exam

A flexible approach for intermediate/upper-intermediate students (CEFR level: B2)

• Integrated grammar and vocabulary practice for students preparing for the Cambridge First exam.

• Can be used to accompany an exam preparation course or on its own for grammar

reference and practice

Grammar for Cambridge First

• Thorough review of key grammar points tested in the exam with thousands of

corpus-based example sentences showing natural English in authentic contexts

• A wealth of practice exercises for specific grammar points targeted on the exam

Vocabulary for Cambridge First

• Focus on essential words and phrases that you need to know to write about a wide range of topics

• Word Store at the back of the book focuses on topics and lexical areas that are important to

know for the exam

Comprehensive practice and continuous testing in exam format

• Entry Tests lead students clearly to appropriate practice of specific language points

• Comprehensive practice in each unit focuses on the grammar and vocabulary points presented

• Exam Practice tests every two units test your knowledge of the grammar and vocabulary

studied in the previous two units

Free one-year access to Longman Dictionaries Online

at www.longmandictionariesonline.com

Access the best online dictionary, with extra exam practice and regular updates for the very latest language support

LONGMAN DICTIONARIES ONLINE

CVR_GRVO_GBWK_FCEGLB_0590_CVR.indd 1 14/12/2011 11:38

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The Gold Pre-First Testmaster includes an entry test which

may be used as an aid to establish whether a student is at

an appropriate level for the Gold Pre-First course Even if two

students were to attain an identical numerical score, no two

learners are exactly the same, and consequently it is natural

that every teacher has to manage a degree of diversity in

their class due to variation in prior knowledge, learning

pace and style, and motivation

A key aspect to successfully teaching a multi-level class is to

know your learners

Ideas to help you know your

learners:

Student reflection

Ask students to reflect on and describe their own goals,

strengths, weaknesses in their personal English-learning

journey This works well as an initial writing assignment for

the first day’s homework on the course

Test to help you teach

The Gold Pre-First Testmaster includes a range of assessment

resources including entry and exit tests, 12 unit tests, and

four progress tests Using these tests can help you focus

your classes more precisely to your students’ needs

Make time to listen

During group discussions and pairwork, take the

opportunity to circulate and listen Make notes on what

you hear, especially any areas that require targeted

development to deal with later in the lesson or at a future

point

Read student writing regularly

Each Gold Pre-First unit includes a writing assignment By

giving individualised feedback, you will learn a lot about

each student as writer Make sure you keep in mind what

you notice to include in future teaching

Tutorials

Some teachers find meeting with students individually in a

tutorial beneficial for monitoring and discussing progress

You could allow 15 minutes once a month for this

Record-keeping

Records could be as simple as a page for each student in

the class register binder, or could be kept electronically

in a document or spreadsheet Having a place to keep

notes on each student including goals, test scores and

writing feedback makes it easier to remember the details of

individuals as well as to write reports

thought process explained The lesson plans in the Gold

Pre-First Teacher’s book include pairwork in every lesson

Repeating an exercise with a new partner is a useful strategy which gives students of all abilities the opportunity

to improve their first performance

If you feel like you are already familiar with the present perfect, you are welcome to start the present perfect activity on page X.’

Have a plan for fast finishers

If your class is particularly diverse, there may be a significant variation in the time it takes for students to complete an exercise, especially during timed tests or writing activities

One option is to write the day’s homework on the board before class, and let students know that if they finish class exercises early they are welcome to begin working on their homework Another option that can be set for fast finishers

in almost any lesson is for them to design a few extra questions/exercises on the topic for the rest of the class

Some teachers like to have a basket of English newspapers/

magazines/readers available

Provide extra support

Some additional suggestions for students who are finding the course very challenging include:

• giving students the opportunity to rehearse before discussion activities, e.g ‘You’re going to speak with your partner about the pictures on page X, take a minute now

to look at them and think about what you’re going to say

I’ll let you know when to begin.’

• for writing activities, eliciting starters on the board which students may choose to use

• encouraging students to listen to the audio again after

class on their Audio CD-ROM

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Put students in pairs Explain that they are going to introduce their partner

to the class Allow a few minutes for students to interview each other If there are no new students, instead ask them to find out what their partner finds easiest and most difficult about learning English

Put students into pairs to discuss the questions Elicit answers to the first question, writing some ideas on the board

Ask students what it means to keep in touch with someone (to write to,

telephone or meet a friend regularly so that you do not forget each other) Give students five to ten minutes to complete the questions individually before comparing with a partner Finish by eliciting a few responses for each question

Read the rubric aloud Play the recording, pausing after the first speaker

Elicit the question the speaker is answering Then play the rest of the recording while students answer the questions Students compare their answers in pairs Then play the recording again, pausing after each speaker to elicit the answer

Additional activity

Put students into small groups of three or four (they should not be working with anyone they compared survey answers with in Activity 2) Students take turns to give their answer to one of the questions from the survey, and the other students guess the question

Answers

1–2 Students’ own answers

3 1 question 2 2 question 3 3 question 6 4 question 1

3

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Refer students to the Exam information on p.5 of the Coursebook and ask them to read what is required for Paper 3, Part 1 Turn back to p.7 and focus students’

attention on the Exam tip box Elicit the difference between a monologue (one person talking to themselves) and a conversation (two or more people talking to each other) Tell students to underline key words in the questions to help them focus their listening and ensure they know what is being asked before they listen Demonstrate this with question 1 (annotating on ActiveTeach using the pen tool or rewriting the question on the board) and underline:

Why does the man use the internet to communicate?

Ask students to underline key words in the remaining

questions Play the recording Ask students to compare

their answers in pairs, then play the recording again if necessary Elicit the answers from the class If students found this task challenging, go through the audio script on p.104 or ActiveTeach, eliciting the parts where each question was answered and answering any questions about vocabulary If students have copies of the Audio CD-ROM, remind them that they can listen

to the recording again at home

Answers

4 Suggested key words: The woman uses her social

networking site; What is one of the man’s most important reasons for using a particular website?; How does the girl feel when she texts in class?

1 C 2 A 3 C 4 B

Audio CD-ROM Extra activity

Vocabulary

collocations: communication; family

relationships

Aim

● to expand and consolidate knowledge of collocations

related to communication and family relationships, and

to practise using them while speaking

Elicit the meaning of collocation (the way in which

some words are often used together) Students complete the collocations and compare their answers

in pairs Play the recording again and elicit the answers, writing them on ActiveTeach using the pen tool

Students work with their partner to match the words/

phrases and meanings Elicit the answers and a few

example sentences for each word (e.g related to: They

look so similar that I thought they were related! I’m related

words by asking about reciprocal relationships, e.g I am

your aunt, you are my (niece or nephew).

Students discuss the questions in small groups of three

to four

Answers

5 1 keep 2 go 3 get 4 face, face 5 lost 6 out

6 1 F 2 E 3 A 4 B 5 D 6 C 7–8 Students’ own answers

Additional activity: Writing a paragraph

Ask students to write a paragraph describing a family member Students share their writing in pairs They could also share any pictures they have, e.g on their mobile phone Collect in the writing to inform your teaching, particularly the amount of support to give during Writing focus at the end of each unit

ActiveTeach interactive activity:

Communication and family relationships vocabulary

Open the additional interactive activity on ActiveTeach

Students look at the words for each sentence and discuss in pairs what they think the correct order of the words is Invite a student to come to the board and drag the words into the correct order while the class makes suggestions Then reveal the answers

Grammar focus Speaking

Aim

● to provide speaking practice on the topic of keeping

in touch and to prepare students for the grammar presentation

Put students into pairs to discuss the questions If most students have already left school, ask them if they keep

in touch with old school friends Elicit a few answers from the class

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Before completing the activity, give students one

minute (on the ActiveTeach timer if using) to read the

interview with Jane Turner to find out what job she

does Explain that students do not need to complete

the gaps yet Elicit what Jane does (she is a teacher and

she also produces an online magazine for ex-students)

Read the rubric with the class, then focus on the first

gap as an example, magnifying on ActiveTeach if

using Look at the verb in brackets (talk) and elicit the

answer Ask students to complete the remaining gaps

in pairs before checking as a class Don’t worry too

much about the verb uses at this stage, as these will be

covered in Activities 3–5

Read A as a class, and ask students to find an example

in Activity 2 of a regular repeated action (produce,

write) Ask students to work with their partner to match

the remaining uses with examples in Activity 2 Go

through the answers as a class

Students copy and complete the table and the rule,

then compare in pairs before checking as a class

Students add the verbs in the box to the table in

Activity 4 Encourage them to think of at least two

more verbs for each column Students compare with

a partner then check as a class Elicit any extra verbs

and check they are in the appropriate column Refer

students to the Grammar reference on p.145 If your

students need additional help with grammar, talk

through the notes and examples in class If you have

a strong class, they could read it independently or for

homework

Read the rubric aloud and then look at the first

sentence as an example with the whole class Ask

students: Is this a state or action verb? (state) Should

we use the present simple or continuous? (present

simple) Write think in the gap Students complete the

remaining gaps then compare their answers in pairs

before checking as a class

Elicit a few responses to the question

Answers

2 1 am talking 2 produce 3 write 4 are working

5 goes 6 is getting 7 are getting

State verbs are not usually used in the continuous form.

5 State: hate, understand, belong, prefer, want, need Action: write produce, receive, text

6 1 think 2 gets 3 ’m looking 4 has 5 are doing

6 want 7 is 8 is going 9 is looking 10 think

7 Students’ own answers

connect four words in a row)

Present simple and present continuous

Work through each sentence with the class Click on the drop-down menu and ask students to read the sentence and options Invite suggestions from the class and select the answer most students agree is correct At the end, reveal the answers

example questions e.g Where are you working at the

moment? What do you like about being a babysitter?

What sorts of things do you do in your job with the elderly? Circulate checking question forms Students

should also plan some details of their ‘own’ job before role-playing the interviews

Answers

Alternative activity: Recording interviews

Students record their interview on their mobile phone

This allows them to reflect on what they sound like They can also save it to listen to later in the course to monitor their progress

8

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Use of English focus

Speaking

Aim

● to introduce the topic of problems with mobile phones

and computers and to provide speaking practice

Teaching tip

If possible, swap pairs and seating arrangements around regularly so that students get the opportunity to work with different people

Put students into pairs to discuss the questions Elicit a few answers for each question

Turn to the Exam information on p.4 for students

to read what is required in the multiple-choice cloze activity in the exam (Paper 1, Part 1) Then read the first sentence aloud and ask students to predict words

that could fit in the gap (e.g strange, long, short, odd,

confusing) Then go through each option Tell students

that all the words have a similar meaning but only one can be used correctly in this sentence (C) Students complete the remaining sentences, then compare in pairs before checking as a class

Students work in pairs to decide why the other choices

in Activity 2 are wrong and match each sentence with A–E Check as a class

Students read the text to find out what the title refers

to without attempting the gaps yet Elicit what NoMo

refers to (NoMophobia: a fear of being without a mobile phone), and ask if students if they are afraid of this

Read the rubric and the Exam tip aloud Look at the first gap (0) as a class Students predict what might fit in the gap before looking at the options and selecting the best one (B) Students work through the remaining gaps and then compare their answers in pairs before checking as

a class

Elicit a few gadgets (e.g mobile phone, tablet, laptop,

MP3 player) Then put students into small groups of

4 The title refers to NoMophobia, a fear of being without

your mobile phone

5 1 B 2 D 3 B 4 D 5 A 6 C 7 B 8 B

Reading focus Speaking

board, e.g Where did you go? What did you do there?

Who did you go with? Would you go back?

Ask students to work in pairs and discuss whether they agree with each comment and why For each statement ask for a show of hands of who agrees and elicit some reasons Then ask some who disagree to share their reasons

Answers

Teaching tip

Make it easier for shy students to participate in class

discussions by giving them advanced warning, e.g Talk

with your partner for five minutes then we will share ideas as

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Turn to the Exam information on p.4 and ask students

to read the section on the multiple-choice cloze activity

(Paper 1, Part 5) Focus students’ attention on the text

title and elicit the meaning of greet (to say ‘hello’ to

someone or welcome them) Students compare their

answers in pairs, then check as a class

Read the rubric and the Exam tip box aloud Look

at the first question as a class Ask students to look for

the sentence in paragraph 1 which tells us whether

people pay for the greeter service (In most places it

is a completely free service.) Students read the

remainder of the article and answer the questions

Circulate and encourage them to underline sections

of the text which give each answer

Students compare their answers in pairs then check

as a class

Verbs, adjectives and prepositions

Students read the sentences and discuss in pairs how they

think the gaps should be filled in Invite a student to come

to the board and drag the correct preposition into each gap

while the class makes suggestions Then reveal the answers

Students discuss in pairs which of the cities they would

prefer to experience and why

Answers

2 1 a volunteer who shows people around an area

2 It is non-commercial; you don’t pay.

3 You go online and see if there is a greeter network in

the place you wish to visit

3 1 B (In most places it is a completely free service.)

2 B (Nick hopes he may bump into a distant cousin or

uncle.)

3 A (Haroula thinks they might learn something from

one of the old men playing tavli …)

4 A (Pablo always takes his guests to the extraordinary

El Palacio de las Aguas Corrientes and its strange

collection of toilets!)

5 B (Both Sylvie and Stéphane are keen on tango so this

evening they are meeting up with another volunteer

This is another tango fan …)

6 A (The tour leaves at ten o’clock exactly and she never

waits for late arrivals to turn up.)

7 B (Carmen Mascaro works as a psychiatrist so they are

going on a special visit to Sigmund Freud’s home …)

8 B (She texts her husband Lewis to come and pick her up.)

Read the rubric aloud then focus on the first question

Tell students that find out can mean both discover

by chance (e.g I mentioned that it was my birthday yesterday, and I found out we actually have the same birthday.) or learn information (e.g By reading the book,

I found out all about the history of Rome.) Ask students

to locate find out in the article (paragraph 1) Elicit

the correct meaning (to learn information) Students complete the remaining questions then compare their answers in pairs before checking as a class

Speaking

Aim

● to provide spoken practice

Students discuss the question in small groups of three

to four

Answers

Additional activity: Planning an itinerary

Ask students to plan an itinerary for greeting an overseas visitor to their home town, concentrating on experiences tourists might not normally know about Students share their itineraries in groups of four to five

5

6

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Grammar focus

Verb patterns

Aim

● to compare verb patterns -ing/infinitive with or without

to, and to practise using them accurately

Students discuss the question in pairs Elicit a few ideas

Give students one minute (use the ActiveTeach timer)

to find out why Mark and Annie want to use a greeter

Elicit the answer

Write the verb to learn on the board and tell students that this is the infinitive form and point out the to An

infinitive without to is learn The -ing form is learning

Focus on the first underlined example (glad to learn)

Focus students on the reasons why we use the

infinitive with to (rules 4–8) Elicit what sort of word class glad is (adjective), and the reason it is followed

by infinitive with to is: (6) after adjectives Give students

time to match the remaining underlined examples with reasons and compare in pairs before checking as

it means that they like them romantically Read the

Language tip box aloud Elicit some examples using

I’d better, e.g I’d (I had) better go home now, it’s getting late; That’s a nasty cough, you’d (you had) better see a doctor Refer students to the Grammar reference on

p.145 If you have a strong class, students could read it independently or for homework If your students need additional help with grammar, talk through the notes and examples as a class

On the board, write the first expression from Activity 4

(I would love) and elicit several ways to finish the phrase using the infinitive with to, e.g I would love to visit New

Zealand one day; I would love to have more time in the day Write them on the board Ask students to write out

and complete the remaining sentences so that they are true for them Students compare their answers in pairs Elicit an example for each phrase, checking the correct verb pattern has been used

Students choose the correct option, then compare

in pairs before checking as a class Check students

understand coach (a bus for long or intercity journeys)

2 They want to find out about places in Paris that appear in

the musical Les Misérables.

3 2 Meeting you 3 After staying 4 hope to have

5 to find out 6 glad to learn 7 like you to show

8 ’d rather go

4 1 to infinitive 2 infinitive without to 3 -ing

6 1 to improve 2 going 3 travel 4 to learn

5 arranging 6 Going, going

Verb patterns

Students read the sentences and discuss in pairs how they think the gaps should be filled in Then work through each sentence with the class Click on the drop-down menu and invite suggestions from the class and select the answer most students agree is correct At the end, reveal the answers

Audio CD-ROM Extra activity

Speaking focus Speaking

giving personal information

Students brainstorm questions in pairs and then take turns to share with the class Write the questions on the board, correcting as necessary

Ask students to read through the list of questions and

to tick any they mentioned in Activity 1

Give students a few minutes to read each question again and decide whether it is too personal to ask

on a first meeting Students compare answers with a partner

1

2 3

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Answers

to read what is required for Paper 4, Part 1 Read the

Exam tip aloud In pairs, students read the questions

and candidates’ answers and choose the best one Elicit

answers and reasons, referring back to the Exam tip

Give students time to read the questions first Then

play the recording while students complete the

questions Elicit the answers

Play the recording again and ask students to make

notes about each candidate’s answer Discuss as a class

whether each one was a good answer and why

Teaching tip

While students do speaking activities, note any patterns

of error or weaknesses for future teaching

Ask students to do the task on p.134 Students could

work in threes as in the exam, taking turns to role-play

the examiner and the candidates The ‘examiner’

should ask three questions from the list in any order

for each turn The ‘candidates’ should not have the

questions open

Additional activity: More speaking practice

Ask students to work in pairs to change a few words

in each question from the Activity 7 task to form a

new one, e.g How do you like to spend your weekends

evenings? What’s your favourite programme on TV type of

music? Students swap partners, and take turns to be the

examiner and candidate again with their new partner,

using their new questions

Teacher’s Book p.116/132

Answers

4 1 The best answer is B A is too long and detailed and C

is too short

2 The best answer is A B is inappropriate and C does not

answer the question

4

5

6

7

5 1 Where are you from?

2 What do you like about living in …?

3 What do you enjoy doing in your free time?

4 Are you interested in sport?

5 Could you tell us something about your family?

6 Do you prefer to see people face to face?

6 1 I’m from Spain From Mataro It is on the coast, about

30 kilometres north of Barcelona I’m from Aquila It’s a town north of Rome in the centre of Italy

2 Well, it is a very nice place to live It is also easy to

get to Barcelona Well, it is cool nearly all the year because it is in the mountains It is also a lovely historic town with many old buildings But unfortunately we sometimes have serious earthquakes

3 Well, I like playing beach volleyball in the summer, and

in the winter I go skiing

4 Well, I am a keen tennis player I train two evenings a week And at the weekend I usually have a match

5 Well, I have a big family and we get together every few weeks, uncles and aunts, my cousins Or else I contact them on a social networking site

6 For me, I prefer to see people face to face But I have some friends who live a long way away, so the internet

is a good way of keeping in touch

Writing focus Speaking

Aim

● to introduce the essay task and provide speaking practice

Warmer: Discussion

Students discuss the question in pairs: Is it better to learn

more about your own country rather than travel abroad on holiday?

Students read the task and discuss the question in pairs Elicit a few ideas

Answers

1

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Refer students to the Writing reference on p.164 and ask

them to read the task Students read the two sample essays

on p.165 and then share with a partner which point of

view is closest to their own Talk through the DOs with the

class Tell students that there will be an exam-style writing

task in every unit Then ask students to turn to the Exam

information on p.4 and talk them through Part 1 of the

Writing paper of the exam

Students read the answer Elicit the writer’s own idea

Students reread the answer and tick the advice that the writer has remembered Check as a class, and ask students to give examples

Students underline words or phrases, then compare their answers in pairs before checking as a class If you are using ActiveTeach, remember that you can use the pen tool to underline Then focus students’ attention

on the Exam tip

In pairs, students discuss what they could include in their essay

Students make notes for their essay Remind students

to separate their paragraphs clearly; missing a line between paragraphs is a good way of doing this

Remind students to use the advice and language from Activities 3 and 4 Refer students to the Useful language for writing essays in the Writing reference

on p.164 This task could be completed for homework then collected in to provide individual feedback

Teaching tip

There are some general tips for writing tasks on p.161 of the Coursebook

Answers

2 The writer thinks that both types of communication are

good but for different reasons

3 The writer remembered all the advice.

4 1 Personally, I think …; for me …; I would say …

2 Firstly …; Secondly …; Finally …;

3 On the other hand …

Firstly, some people think friends are more likely to have common interests as they are often at the same age and stage of life However, in my experience, families also often enjoy similar activities For example, my whole family enjoys hiking, music and board games because this is what we grew up with

Secondly, it depends on how busy your family is If your family has a lot of other commitments or lives far away, it may be easier to spend time with friends

Finally, it depends on how well you get along I think sometimes family relationships can be more stressful than friendships especially if money is involved

In conclusion, I would like to say that in an ideal world, people would not need to decide between friends and family

on ActiveTeach to check

Answers

1 1 are you doing 2 ’m meeting up with, Do you want

3 works, ’s showing 4 are you using, belongs

5 does the next train to Glasgow leave

6 don’t understand, spends

2 1 mobile 2 internet 3 text 4 website 5 online

6 networking

3 1 D 2 F 3 B 4 E 5 A 6 C

4 1 A 2 B 3 C 4 A 5 B 6 B

5 1 very often 2 all the time 3 sometimes

4 quite often 5 hardly ever 6 never

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● to introduce the topic of first impressions, and to provide speaking practice

Elicit the meaning of Transformations (a complete change in someone

or something, e.g In recent years, the movie industry has undergone a

dramatic transformation) Put students into small groups of three to four

to discuss the questions Ask a student from each group to summarise what was said in their discussion

● to review and expand vocabulary to describe feelings

Give students a few moments to think of and write down their adjectives before sharing with a partner Elicit a few responses

Students complete the activity then compare with a partner before checking answers as a class

Answers

3 1 D 2 E 3 G 4 I 5 J 6 B 7 C 8 H 9 A 10 F

Additional activity: Pronunciation

Ask students to divide the adjectives into groups that have a similar stress pattern under the following headings, then drill the pronunciation:

oOo (excited, exhausted)

Oo (nervous)

oO (upset, surprised, annoyed, amused)

O (bored, scared)

Share the following example and ask students to guess which adjective

it refers to, e.g I’ve just been for a 10 km run (I’m exhausted.) Circulate

while students write their explanations If some finish quickly, invite them

to write an additional explanation for each adjective Students share their explanation(s) with a partner Invite a few students to share their explanations to finish, and have the class guess the adjective

1

2 3

4

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Go through the list of adjectives in Activity 4, eliciting

the ones with an -ing ending and when they are used

For the adjectives that don’t have an -ing ending,

elicit the alternative ending that is used for describing

situations/causes rather than feelings, e.g scary.

Students choose three different adjectives from the ones they chose in Activity 4 and share their answers

in pairs For extra practice, students repeat the activity with a new partner and three other adjectives

Answers

5 All the adjectives apart from nervous/scared can also

have the ending -ing -ing/-ed adjectives used as in

example – The book is boring I am bored

Additional activity: Questions and answers

In pairs, students write five questions using some of the

adjectives, e.g What makes you feel annoyed? Do you

have anything exciting planned for the weekend? Circulate,

checking question forms and that the -ed/-ing forms

have been selected correctly Students ask and answer their questions with a new partner

Describing feelings

Students read the sentences and discuss in pairs how they think the gaps should be filled in Invite a student to come to the board and drag the correct word into each gap while the class makes suggestions Then reveal the answers

Then read the Exam tip box aloud

Give students time to read the instructions first, then play the recording Elicit the correct instructions

5

6

7

8

Read the rubric aloud and then play the recording

Students compare their ideas in pairs, then turn to p.134 to check

Students complete the sentences with the words in the box They compare their answers in pairs, then check as a class

Give students a few minutes to plan what they are going to say and find any vocabulary they need They could write notes but should not write down full sentences Circulate, listening for phrases from Activity

10, and noting down any good use for sharing as an example, or errors for later correction

Tell students they are going to do another long turn exam practice activity using the tasks on pp.134 and 138, respectively Students take turns to be the examiner and the student Encourage them to use words from Activity 10

Teaching tip

Providing feedback in speaking activities

When students are involved in speaking tasks, note down interesting or target language to share with the class If you notice repeated errors, use these as

a teaching point, e.g write up three to four example sentences and ask students to discuss in pairs what corrections need to be made Change the examples slightly to avoid embarrassing any individuals

Answers

8 2 and 5

10 1 whereas 2 however 3 other 4 main 11–12 Students’ own answers

Listening focus Speaking

Aim

● to introduce the topic of advertising in preparation for the listening activity

Tell students that advertisement is often shortened

to ad or advert, especially in spoken English Put

students in small groups of three to four to discuss the questions Elicit a few answers from the class

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Answers

Additional activity: Adverts

If you have internet access and a projector, show two or

three advertisements, e.g on YouTube, and discuss with

the class why they work well Only show advertisements

you have seen before, to make sure that they are

appropriate for the class

Turn to the Exam information on p.5 for students to

read what is required for Paper 3, Part 2 Read the rubric

aloud and give students time to read the questions

before you play the recording once Students compare

their answers in pairs then check as a class

Focus students’ attention on the questions with the gaps

and ask them to read them Then read the Exam tip box

aloud Play the recording while students listen and fill in

the gaps Students compare their answers in pairs then

check as a class If students have found this challenging,

you could ask them to look at the audio script on

ActiveTeach, while you play the recording again

Answers

2 1 they had a bad reputation 2 two 3 two

3 1 jokes 2 2000 3 reputation 4 value 5 music

Check students know what a preposition is (a word

that is used before a noun to show place, time,

direction, etc In the phrase ‘the trees in the park’, ‘in’ is a

preposition) Tell students that a dependent preposition

is a preposition that goes with a verb This is often

tested explicitly in the exam, e.g in Paper 1, Part 2

(Open cloze) Students complete the questions then

compare their answers in pairs before checking as a

Answers

4 1 for 2 about 3 at 4 about 5 away 6 of

Speaking

Aim

● to provide speaking practice on the topic of advertising

Students work in pairs to discuss the questions, then check as a class

Answers

Additional activity: Create an advertisement

Select a product for students to write an advertisement for, e.g., a chocolate bar Bring one to class as a prize

if you like! Working in pairs or small groups, students design a radio/TV commercial to perform for the class

Alternatively, they could record their advertisement

on a camera or mobile phone After watching the ads, students vote for the best advertisement

Grammar focus Reading

Aim

● to introduce the context of changes to cities for the grammar presentation

Students discuss the questions with their partner Elicit

a few responses for each with the class Listen and note down any inaccurate uses of present perfect or past simple but do not correct them at this stage

Students read the extract and note down the changes

Students compare their answers in pairs, then check

as a class Answer any questions about vocabulary or have students use dictionaries

Answers

2 The area is not empty now but has business and

residential buildings

5

1

2

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Present perfect and past

simple

Aim

● to contrast the uses of present perfect and past simple,

and to use them accurately in writing and speaking practice

Look at each underlined verb in turn as a class and elicit whether it is an example of past simple or present perfect simple

Look at the first underlined verb went as an example

Read the whole sentence aloud Then elicit which use from options A–F describes it best (A) Students match the remaining underlined verbs with the uses then compare their answers in pairs before checking

as a class Read the Language tip box aloud Write the

phrases on the board: I’ve been here … I’ve been studying

English …, and elicit ways to complete them using

both since and for Refer students to the Grammar

reference on p.147 If students are strong on grammar,

they could read this independently or for homework

If students find grammar challenging, it is best to

go through the notes and examples in detail on the board, checking they understand everything

Students discuss in pairs Elicit the answer and a reason Write the following example on the board and ask students which is correct (B):

A When have you arrived in London?

B When did you arrive in London?

Students complete the paragraphs and then compare their answers in pairs before checking as a class Then elicit a few questions that could be asked about the

first paragraph using How long …? and When …?

Write these on the board (e.g How long has Tony been

in England? When did he arrive? How long did he stay

in London? When did he arrive in York?) In pairs, one

student should write questions about paragraph 2, and the other should write questions about paragraph 3

Circulate, checking that the questions have used the correct question word and verb tense Then students ask and answer the questions in pairs

Ask students to read the extract quickly for gist before attempting the gaps Students compare their answers

in pairs before checking as a class

Give students a few minutes to think about a place they have visited which has changed Students share their experience in pairs For extra discussion practice, students could swap partners and share again

Present perfect and past simple

Students look at the words for each sentence and discuss

in pairs in which order they think they should go Invite

a student to come to the board and drag the words into the correct order while the class makes suggestions and modifications Then reveal the answers

Additional activity: Write a paragraph

Students write a paragraph about the changes to the place they described to their partner in either Activity 1

or 8 Collect these in to check the verb tenses

Answers

3 A 1, 3, 6 B 2, 4, 5

4 A 1 B 2 C 4 D 3 E 5 F 6

5 2 is correct The person is still living there This is

something that began in the past and is still continuing

6 1 since, for, for 2 for, since, since 3 for, for, since

7 1 studied 2 went 3 have knocked down 4 stayed

5 looked round 6 have put 7 have also built

8 haven’t finished

(students build a path from one side of the screen to another)

Aim

● to introduce the topic of the Galapagos Islands in preparation for the reading, and to provide speaking practice

Focus students’ attention on the pictures and elicit anything students know about the Galapagos Islands

Put students in pairs to ask and answer the quiz questions then ask them to turn to p.140 to check

Elicit anything that students found surprising

Ask students if they have heard of Sir David Attenborough and elicit any information they know about him Ask them to read the information then predict whether they think about the situation in the Galapagos has got better or worse since 1978

Answers

1

2

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Turn to the Exam information on p.4 for students to read

what is required for Paper 1, Part 6 Allow students five

minutes to read the article and check their predictions

from Activity 2 Emphasise that they shouldn’t worry

about the gaps at this stage Elicit the answer

Read the Exam tip box aloud, and students work in

pairs to discuss what the other underlined words could

refer to

Look at the first gap (0) and model reading the

sentence before, the answer E, and the sentence

afterwards Ask the students to read the article again

and choose the sentence that best fits in each gap

Students compare their answers in pairs and then

check as a class

Students discuss the question in pairs Elicit a few

responses

Students match the underlined words and expressions

with their meanings then compare their answers with

a partner before checking as a class

Verb collocations

Work through each sentence with the class Click on the

drop-down menu and ask students to read the sentence

and options Invite suggestions from the class and select

the answer most students agree is correct At the end,

reveal the answers

Students answer the questions:

1 How were the islands formed?

2 Where else in the world can we find examples that

support Darwin’s theory?

3 What problems were caused by the arrival of humans

on the Galapagos Islands?

4 How does Sir David feel about how tourism is organised?

5 What does he think, in general, about tourism in

places like the Galapagos?

2 The Seychelle islands and Hawaii

3 Sailors left goats, and rats arrived They caused a lot of damage and competed for food with the animals that were already there

4 He thinks it is well organised

5 That you have to have it, but that it should be controlled

Useful resources

There are many several short video extracts from the latest DVDs which illustrate Sir David Attenborough’s work on his website and YouTube, e.g http://www

davidattenborough.co.uk/dvds

Answers

4–5 1 B them refers to the Galapagos Islands

2 C They refers to tourists 3 A It refers to the special Galapagos environment 4 F We is repeated in the

sentence before ‘The whole planet’ is a paraphrase for

‘the world in general.’

7 1 conservation 2 have the impression 3 reminder

4 a mixed blessing 5 deliberately

Photocopiable 2A The complete article Teacher’s Book p.117/133

Speaking

Aim

● to provide speaking practice

Students work in pairs to discuss the problems and ideas Then combine pairs to form groups of four

Groups prepare a list of at least five recommendations

to share with the class

Answers

Additional activity: Galapagos tours webquest

Students need access to the internet for this activity Tell students to pretend they are going to the Galapagos and need to select an English-speaking tour Students work in pairs to find two different tour companies and compare prices, inclusions and environmental considerations, then decide which tour they would select Allow 12–15 minutes for this activity Circulate, making sure students are using English websites Then ask each pair to share briefly with the class which tour they decided on and why If you have a very large class, ask pairs to form groups of six to share their decision

8

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ADDITIONAL PRACTICE | Vocabulary Trainer wordlist: Environment

The Vocabulary Trainer wordlist Environment has more useful words

related to sustainability issues, e.g conserve, ecology, overpopulation.

Grammar focus

Past simple, used to and

would

Aim

● to use past simple, used to and would accurately to talk

about past states and habits

Put students into pairs to discuss the questions Elicit a few responses to each

Students read the two answers and answer the questions Students compare their answers in pairs then discuss as a class

Magnify answer B from Activity 2 on ActiveTeach,

if using Invite a student to come to the board to

underline the examples of used to and would while

other students underline them in the Coursebook Go through rules 1–3 with the class, eliciting an example for each Focus students’ attention on the Language

tip box Emphasise that used to does not have the final

-d when used in question or negative forms Elicit a few

ways to complete the questions and negative forms,

e.g Did you use to write essays by hand? Did you use to

find information in books? I didn’t use to use the internet

as much as I do now.

Students complete the rule, and check as a class

Refer students to the Grammar reference on p.147

If students are strong on grammar, they might read this independently or for homework If students find grammar challenging, go through the notes and examples in detail, checking they understand everything

Play the recording twice then elicit the sounds that disappear Ask students to practise reading the sentence aloud with the correct pronunciation of

used to.

Focus students on the first gap and model inserting

used to and would, and elicit which is possible (in this

case both) Students complete the rest of the extract, then compare their answers in pairs before checking

Students read the sentences and discuss in pairs how they think the gaps should be filled in Then work through each sentence with the class by clicking on the drop-down menu and inviting suggestions from the class Select the answer most students agree is correct

At the end, reveal the answers

Answers

2 1 A 2 B

3 When I was at college I used to get tons of homework

every Friday and I would spend all weekend planning and writing my essays by hand Every Sunday evening I would show my dad what I’d done Students today have computers so it’s quick and easy to type up essays It’s also simpler to look up information Then I used to go to the library and spent a long time finding information in books There used to be shelves of big, heavy books in

my bedroom Now all the information is on websites

1 used to get, used to go 2 used to be

3 would spend, would show

4 used to

5 It is assimilated by the following /t/ of to: /juːstə/

The letter ‘d’ disappears, even though the sound it makes is /t/

6 1 used to/would 2 used to 3 used to 4 used to

5 used to 6 would/used to 7 would /used to

8 used to

Speaking

Aim

● to provide speaking practice of using used to, would

and the past simple accurately

Read the rubric and the example aloud Students write five questions in pairs to ask about someone’s past habits and states They do not have to use all the topics listed Students change partners to ask and answer the questions Circulate, checking the questions are

accurate and listening to the use of used to, would and

the past simple Note down any corrections to address later by writing up a few sentences on the board for students to correct in pairs

Answers

7

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Speaking

Aim

● to introduce the topic of advanced technology and new

communities in preparation for the open cloze exercise

Students work in small groups to discuss the questions

Elicit a few responses for each question

read what is required in Paper 1, Part 2 Read the Exam

tip box aloud Tell students to read the text to get an

idea about what the text is advertising, as the Exam tip

box suggests, without worrying about the gaps yet

Tell students that the words are provided in this

exercise to help them, but explain that they will not

be provided in the exam Focus students on the first

gap and elicit the sort of word that would fit in the

gap (article) and what it is (the) Students complete

the gaps then compare their answers in pairs before

checking as a class

Read through the statements as a class and elicit the

correct one

Put students in pairs and tell them that they are going

to make their own open cloze (gap fill) for their partner

They should turn to p.140 and p.144, respectively

Students choose eight words to blank out Remind

them to choose grammar-related words rather than

nouns, verbs and adjectives Alternatively, students

could prepare their gap fill for homework Students

swap gap fills to complete

Answers

2 a new TV series

3 1 the 2 more 3 well 4 However 5 since 6 they

7 off 8 after 9 if 10 make 11 who 12 will

4 2 is correct

● to provide speaking practice

Put students in groups of three to four (these could

be the same groups as the previous Speaking task) to discuss the questions

Pair students individually with someone from another group to compare ideas

Answers

Writing focus Reading

Aim

● to provide context for the writing activity

Focus students’ attention on the pictures, then put them into pairs to discuss the questions Elicit a few

responses for each (Note a makeover can refer to a

person/thing/room/house Shows featuring makeovers

of various types are very popular at the moment in the English-speaking world.)

Students read the letter and answer the questions

Students compare their answers in pairs before checking as a class

Answers

2 1 his family’s kitchen has had a makeover

2 repainted it, replaced the floor, added new appliances

3 good, apart from the colours of the paint

to read what is required for Paper 2, Part 2 Students answer the questions then compare their answers in pairs before checking as a class

Students underline the phrases that Dave uses for each purpose Then check as a class

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Tell students that these are alternative phrases that can also be used for the purposes in Activity 4 Read the first one aloud, and elicit the purpose (he thinks something will happen).

Give students a few moments to think about which room they would like to have a makeover in and why

Students share their ideas in pairs

Students read the question and make notes on what they will write Refer students to the Exam tip and remind them about the Useful language section on p.170, which includes phrases to begin referring to the previous letter

Refer students to the Writing reference on p.170

Ask students to read the task and the letter and talk through the DOs and Useful language section Then ask students to do the writing task on p.24 This writing exercise could be set for homework and then collected

to provide individual feedback

Teaching tip

Marking writing

• ather than correcting errors, use a marking code such as a wiggly line under things that don’t make sense, ‘VT’ for verb tense, ‘/\’ where a word is missing

• ocus students on your comments rather than a numeric mark; try and find at least one positive to comment on

• When you return students written work, allow about ten minutes of class time for students to reread their work and make corrections

Answers

3 1 Hi Karin, Do you remember …?, Well, you won’t

believe this …, as you can guess!, Do write soon with your news, Lots of love

2 1 to introduce the topic 2 to give detail

3 to show his reaction

4 1 Do you remember … 2 you won’t believe this but …

3 I really like it 4 as you can guess

5 I’ve got a feeling that 6 Lots of love

5 1 you’ve probably forgotten but 2 you’ll never guess

what happened 3 I absolutely love it

4 as you might imagine 5 something tells me that …

6 let me know how things are going

8 Sample email:

Hi Helen,Great to hear from you! Thanks for asking about our bathroom makeover, it is all finished now, and we’re really happy with it

As you know, we were on a tight budget, so we actually did most of the work ourselves although we did get some help with putting the shower in There was one close shave when a pipe burst, but fortunately the plumber was there at the time, and managed to stop the leak straight away Other than that, it all went smoothly

Hope you can visit one weekend and have a look at our hard work!

Love Josh

in pairs before checking as a class on ActiveTeach,

if using Alternatively, set as a homework activity and then go through the interactive activities on ActiveTeach to check

Answers

1 1 confused 2 exhausted 3 nervous 4 surprised

5 annoyed 6 depressed 7 amused 8 upset

2 1 visited 2 flew 3 went 4 have ever had

5 opened 6 have walked 7 has been 8 appeared

9 took 10 made

3 1 would spend/used to spend 2 used to be

3 didn’t use to be 4 would collect/used to collect

4 1 used to hate 2 used to ride 3 didn’t use to be

4 used to play 5 didn’t use to live

6 used to/would buy

5 1 C 2 B 3 C 4 B 5 A

Trang 24

● to introduce the topic of pastimes and to provide speaking practice

Put the students into pairs to discuss the first question Elicit any clubs students belong to and what they involve Give students about five minutes to read through the courses to decide which they would most like

to do and which they would least like to do Students discuss their answers

in pairs, and then a few students share their answers with the class

Read the rubric aloud, then play the recording Elicit the answers

Answers

2 1 6295 (drama and musicals) 2 6453 (hurling)

3 4876 (jewellery making) 4 9071 (salsa)

Listening

Multiple matching

Aim

● to complete an exam-style listening activity (Paper 3, Part 3)

Turn to the Exam information on p.5 for students to read what is required in Paper 3, Part 3 Then give them time to read the rubric and the Exam tip Tell students that the words may not be the same in the recording as they are in the options but the meaning will be the same

Ask students to underline key words in the options to help them to listen out for synonyms and paraphrase, e.g It represents a value that I admire

Play the recording Students compare their answers in pairs before checking as a class If students have ActiveTeach, remind them that they can listen to the recording again at home for extra practice

Answers

3 Speaker 1: D Speaker 2: A Speaker 3: B Speaker 4: C

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look up tutor in the Longman Dictionary of Contemporary

English and go through the word choice box which

compares the use of a range of related words, including:

tutor, teacher, professor, coach, instructor, trainer

Ask students to read the text quickly to find out which course the tutor takes and his background Elicit these

Read option 1 in the text and elicit the correct answer

(about) and a reason (to be passionate about something

is a collocation.) Students choose the correct options for the remainder of the text, then check as a class

Look at the first meaning difficult with the class, and

elicit the words/phrase in the text that has the same

meaning (tough) Students find words/phrases to

match the remaining meanings then compare in pairs before checking as a class

Answers

4 1 about 2 full 3 hooked 4 tough 5 with

6 takes 7 running 8 check

5 1 tough 2 check it out 3 full stop 4 stuck with it

5 takes a lifetime 6 running 7 I’m passionate about

8 got hooked on

Additional activity: Discussion

Students discuss in pairs what other courses they would like to see included in the brochure and why

ActiveTeach interactive activity: Pastimes

Students read the sentences and discuss in pairs how they think the gaps should be filled in Invite a student to come

to the board and select the correct word in each gap while the class makes suggestions Then reveal the answers

ActiveTeach Game: Wordsearch (students find words hidden in a grid of letters)

go, do and play

Ask students to copy and complete the table Play the recording, then elicit the answers

Working in pairs, students add the words in the box to their table then add two more to each column Check answers as a class

Focus students’ attention on the first sentence as an

example and elicit the preposition that fits in the gap (at)

and a reason (it is the correct dependent preposition for the phrase) Students complete the rest of the sentences

Students ask and answer questions in pairs

Alternatively, if space allows, students ask and answer two questions with one partner, then find a new partner, speaking to as many people as possible

Put students into small groups of three to four and ask them to turn to the task on p.140 and follow the instructions Allow students about ten minutes to prepare their presentation

Answers

6–7 Go: swimming, bowling, shopping, clubbing,

skateboarding (fishing, hiking) Do: an evening class, karate, judo, voluntary work, the housework, crosswords (sudoku, an aerobics class)

Play: chess, cards, board games, tennis (computer games,

Tell students they are going to read an advertisement for evening courses at a college Ask them to read the extract and find out whether the courses are expensive Elicit the answer and the part of the text which tells us this

Answers

2 No, some courses are free.

(students build a path from one side of the screen to another)

Countable and uncountable nouns

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Check students know what countable and uncountable

mean (see definitions in the Grammar reference

on p.148) Look at the first underlined noun (classes),

and elicit whether it is countable or uncountable

(countable) and a reason (the noun ends in -s to

indicate a plural) Ask students to work through the

rest of the underlined words in the same way Students

compare their answers in pairs, then check as a class

Students discuss in pairs whether the statements are

true or false and why Elicit answers as a class Share

some examples for each corrected rule and elicit

additional ones

Tell students that all the nouns in the box are

uncountable Ask them whether any of the nouns are

countable in their first language and to note these

carefully Students match the nouns with the headings

then compare their answers in pairs before checking as a

class Focus students’ attention on the Language tip and

elicit a few sentences using the word news, e.g The news

is usually on at 6 o’clock Refer students to the Grammar

reference on p.148 If you have a strong class, they could

read it independently or for homework If your students

need additional help with grammar, go through it in

detail talking through the notes and examples

Answers

3 time U, classes C, students C, job C, Spanish U, cooking U,

qualification C, advice U, information U, money U

4 1 F 2 F 3 T

Notes:

1 We can use a/an before a countable noun, e.g a class,

but not before an uncountable noun, e.g an advice

2 We add -s to make a countable noun plural, e.g classes

(Point out the spelling change that if a word ends in

-s, then we usually add -es, e.g glasses You could ask

if students know of any other spelling changes If a

countable noun ends in -o, we usually add -es, e.g

tomatoes, avocadoes If a countable noun ends in -y,

we usually change it to -ies, e.g fairies, ferries.)

3 We use a singular verb with an uncountable noun,

e.g Time is passing quickly

5 1 water, milk 2 skiing, reading 3 beauty, health

4 wood, chocolate

Countable and uncountable nouns

Work through each sentence with the class Click on the

drop-down menu and ask students to read the sentence

and options Invite suggestions from the class and select

the answer most students agree is correct At the end,

reveal the answers

Read the first sentence as an example Ask, referring

to the rules in Activity 6: Is Portuguese uncountable or

countable? (uncountable because it is referring to the

language; if it was referring to a person from Portugal,

it would be countable) Then ask: Is the sentence

affirmative or negative or a question? (negative) Then

elicit the answer Point out that much could also fit from a grammatical point of view (I can’t speak much

Portuguese would be correct); however, it would have a

different meaning to the sentence which says that the speaker can’t even say one word Students complete the rest of the sentences using the rules in Activity 6

as an aid, then compare in pairs before checking as a

class Point out that chocolate can also be countable, if

you are talking about individual pieces such as those that come in a gift box

Students rewrite the sentences so that they are true for them Circulate, checking that the expressions of quantity are correct Students share their answers in pairs For extra practice, students could compare their answers with a new partner

Answers

6 1 Read what some of our satisfied students say about

them

2 … so you don’t have to pay any money at all

3 How much time have you got …? Only a little? I have little time … I couldn’t speak much Spanish

4 Few courses cost more than £5.00 … There aren’t many students … I only knew a few words …

5 a lot of people …; now I know a lot; they give a lot of advice

7 1 any 2 a lot of 3 many 4 a lot of, a little

5 any 6 much

ActiveTeach interactive activity: Present

perfect simple and continuous and simple past

Students read the sentences and discuss in pairs how they think the gaps should be filled in Invite a student

to come to the board and select the correct word(s)

in each gap while the class makes suggestions and modifications Then reveal the answers

6 7

8

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Additional activity: Food pictionary

Split the class into two teams Write the name of a food

or drink on a piece of paper One student from each team comes to the board and reads the name of the item Both students draw the item at the same time and the first team to guess correctly gets a point After

a word has been guessed, elicit whether it is countable

or uncountable and some different servings/containers that can be used with the word

Example items:

Milk – uncountable (bottle, carton, litre, glass)Eggs – countable (box, tray, dozen)

Noodles – countable (packet, bowl)

If you are using ActiveTeach, use the scoreboard to keep track of points.t

Speaking focus

Speaking

discussing and interacting

Aim

● to practise discussing and interacting with a partner

Students discuss the question in pairs, then elicit a few opinions and examples from the class If it hasn’t

come up, you could introduce the word obsession (an

extreme unhealthy interest in something or worry about something, which stops you from thinking about anything else)

Elicit some ways to start a sentence describing a photo

and write them on the board, e.g In this photo …, Here

I can see …, I think …, This looks like a photo of …, etc

Students work in pairs, discussing each photo in turn

Keep the phrases displayed on the board for reference during the activity Ask some individual students to comment on each photo

Tell students that they are going to attempt another collaborative task and that they will have about a minute to look at the pictures and headings, and carefully read the task on p.135 before beginning

Answers

5 1 let’s 2 go 3 agree 4 think 5 think 6 think

7 downside 8 point

6 Organising the discussion: Where shall we start? Let’s talk

about this one next … Involving your partner: How about you?

Giving an opinion: I feel that …; In my opinion …;

What I think is that …

Aim

● to introduce the topic of extreme sports in preparation for the reading, and to provide speaking practice

Focus students’ attention on the photo on p.30

Students read the definition then discuss the questions

in pairs Elicit some ideas with the class

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1

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read what is required for Paper 1, Part 7 and read or ask

students to read the description of this part of the exam

Tell students that they are going to read the article

quickly for gist first, referring to the Exam tip Give them

two minutes (using the timer on ActiveTeach if using) to

skim the text and find out what activities Danny, Kilian

and Stella are famous for Elicit the answers

Focus students’ attention on the questions and ask them

to underline key words Then ask them to reread the

article to find which person did each thing Encourage

them to underline the part of the text that helped them

to find the answer Students compare their answers and

reasons in pairs before checking as a class

Students discuss the question in pairs

Additional activity: Playing a video clip

If you have internet access, show the class a short clip of

Danny MacAskell, Killian Martin and/or Stella McGowan,

e.g on YouTube, before discussing the question in Activity

5 When searching for clips of Stella McGowan, use her

stage name: Bgirl Lyra Watch any clips before showing to

your class to check their relevance and appropriacy

Students discuss the question in pairs

Answers

2 Danny: street trials pro-riding Kilian: freestyle

skateboarding Stella: break dancing

3 1 D (he worked on a Hollywood film as a stuntman)

2 S (She has also given advice to many of the youngsters

she teaches.)

3 K (When Kilian Martin was ten, he joined a gymnastics

school …)

4 K (Kilian Martin discovered freestyle skateboarding

when he saw Powell Peralta’s skate video Ban this.)

5 D (Danny eventually gave up his job as a mechanic …)

6 S (She has been competing for years now …)

7 D (When he released a video on YouTube that showed

him performing stunts, it changed his life … A few

hundred people watched it on one day!)

8 K (When he turned 21, he decided to move

to California, where he set out to master his

skateboarding skills.)

9 D (He has broken his collar bone three times.)

10 K (He joined a gymnastics school/He developed a

passion for surfing.)

Vocabulary

phrasal verbs with up

Aim

● to review and expand knowledge of phrasal verbs with

up and to use them correctly

Circulate while students write their sentences for the gap-fill activity, checking that they make sense and that the phrasal verbs have been used correctly in context

Then ask students to swap their gap fill with a partner

Answers

6 1 thinking up 2 grew up 3 take up 4 brought up

5 ended up 6 gave up

Adjective–noun collocations

Students read the sentences and discuss in pairs how they think the gaps should be filled in to complete the collocations Refer them back to the text for help Invite a student to come to the board and drag the correct word into each gap while the class make suggestions Then reveal the answers

Speaking

Aim

● to provide discussion practice on the topic of sports

In groups of three to four, students discuss the pros and cons of including each sport before making a decision Ask each group to feed back to the class what they decided and why

Answers

Grammar focus Listening

Aim

● to present the present perfect simple and continuous in

a meaningful context, and to provide listening practice

Put students into pairs to discuss the question, then elicit some responses from the class If anyone has been skydiving, ask them to tell the class about their experience

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7

8

1

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Ask students to read the questions and check that they

understand landing (the action of bringing an aircraft,

parachute, etc down to the ground after being in the

air) and do something for charity (to help people who

are poor, sick, etc., often by raising money) and the interview and match the questions to the responses

Students compare their answers in pairs, then play the recording for students to check

● to compare the uses of present perfect simple and

continuous, and pronounce the contracted forms with the correct stress

Students read the descriptions 1–3 and match each

of these with A–C in Activity 2 Refer students to the

Grammar reference on p.149 If students are strong

on grammar, they could read this independently or for homework If students find grammar challenging, go through the notes and examples in detail, checking students understand everything

If using ActiveTeach, keep the Grammar reference displayed as a reference while students complete the dialogues Students compare their answers in pairs before checking as a class

Read the rubric aloud then ask students to read the article quickly for gist before they focus on the gaps

Elicit what Jeb Corliss does for a job (professional daredevil) and how long he has been taking risks (since childhood) Then ask students to complete the text Students compare their answers in pairs before checking as a class

Check students understand what is meant by a stressed

word and demonstrate how in English the meaning can be affected by word stress For example, in the

sentence: Where is my book? the speaker can see other books but not their own, whereas in: Where is my book?

the speaker has other items but not their book Play the first sentence then pause the recording to underline the stressed words on ActiveTeach as a model Play the rest of the recording while students underline the stressed words, then elicit these Play the recording again, pausing after each sentence for students to

notice how have/has been are pronounced Tell students

that in English when some words are not stressed, their pronunciation actually changes to a special vowel

sound called a schwa Play the recording again, sentence

by sentence, pausing after each one for students to repeat Then ask students to practise saying them while you circulate to listen and remodel as required

Teaching tip

Using the phonetic chart on ActiveTeach

If you are using ActiveTeach, open the Interactive phonetic chart, and play the schwa sound Ask students

to listen and repeat Say has with stress Ask students to

find on the chart the vowel sound, and to compare that with schwa

Briefly brainstorm what students remember about the three interviewees on p.31 As a model, you choose one

of the people Ask students to ask you some questions, and answer in character If you have a weaker class, brainstorm some questions on the board first that they can ask Then, in pairs, students take turns to be one of the people in the passages and the interviewer

Answers

3 1 C 2 B 3 A

4 1 Have you been waiting, got, have been waiting, have

already read, have drunk

2 have you been writing, was, have been writing, have

you written, have written

5 1 has been risking 2 started 3 was 4 jumped

5 realised 6 discovered 7 has been jumping

8 has thrown 9 arrested 10 has pushed

11 jumped 12 glided

6 1 How long’ve you been skydiving?

2 I’ve been skydiving since 2006

3 How long’s he been base jumping?

4 He’s been base jumping for 15 years

ActiveTeach interactive activity: Present

perfect simple and continuous and simple past

Students read the sentences and discuss in pairs how they think the gaps should be filled in Invite a student to come to the board and select the correct word(s) in each gap while the class makes suggestions Then reveal the answers

7

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● to form nouns using prefixes and suffixes in an

exam-style word formation exercise (Paper 1, Part 3)

Students label the words Elicit a few more examples

of each word class and write them on the board

Ask students to underline any prefixes and circle any

suffixes Students compare their answers in pairs then

check as a class

Tell students that all the words in the sentence gaps

are nouns, and can be completed with the suffixes

in the box, which are all common noun suffixes in

English Complete the first sentence as an example on

ActiveTeach or the board, eliciting the correct suffix

You may like to ‘insert’ some of the other suffixes

verbally before arriving at the correct one Students

complete the remaining sentences then compare their

answers in pairs before checking as a class

Focus students’ attention on the photo and elicit what

students think the programme is about

Tell students to read the post for gist first and not to

worry about the gaps at this stage They should make

a note of the good and bad things the writer mentions

about the show Elicit answers as a class

to read what is required in of Paper 1, Part 3 Read

the rubric and the Exam tip aloud Explain that in

the exam there will be a mixture of different word

types, but in this activity are all nouns to help them

practise Students complete the exercise then compare

their answers in pairs before checking as a class Ask

students which words in the exercise required a small

spelling change (dedication, happiness).

Students discuss the question in pairs, then elicit a few

opinions to the question from the class

Answers

1 1 verb 2 adjective – prefix ‘un-’ 3 adverb – suffix ‘-ly’

4 noun – suffix ‘-er’

2 1 visitor 2 snowboarding 3 invention

4 argument 5 weakness 6 adulthood 7 hardship

8 electrician

5 1 championship 2 training 3 dedication

4 commitment 5 friendship 6 happiness

7 disappointment 8 reaction

Photocopiable 3B Rejects Teacher’s Book p.119/138

film

Aim

● to review and expand vocabulary related to film genres

Warmer: Brainstorming film genres

Students think about a film they have seen recently at the cinema or at home In pairs, students discuss what they saw If you have ActiveTeach or access to a printer, find six pictures or movie posters that illustrate the genres listed

in Activity 1 Paste these into a document If you are using ActiveTeach, you can save the document inside your ActiveTeach at the beginning of p.34 so that it is ready to open Alternatively, print the page of pictures so that there

is one per pair In pairs, students discuss each picture They should say what each picture/poster shows, what sort of movie they think it is from (referring to the list in Activity 1) and if they have seen it or would like to

Read the rubric aloud Read the first film genre aloud

(thriller) and elicit a few titles of thriller films (e.g The

Sixth Sense, The Usual Suspects) Then put students

into pairs to think of a title for each of the remaining genres Elicit a description of what each genre is like, and a few titles For example, science fiction is often set in the future and might involve aliens or space

Students discuss the questions in pairs Then elicit a few responses for each question

Students read the sentences and place a tick next to information they would expect to be included then discuss their answers with a partner (They will check their answers in Activity 4.) Read the Exam tip aloud

Focus students’ attention on the poster, and if using

ActiveTeach zoom in Elicit what students think 127

Hours is about.

Pre-teach box office (the place in a theatre, cinema,

etc where tickets are sold, used to describe how successful a film, is, by the number of people who pay

1

2

3

4

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to see it), canyon (a deep valley with very steep sides

of rock), praise (to say that you approve of someone

or something, especially publicly), desperation

(being willing to do anything to change a very bad situation) Students read the review and underline the information included from Activity 2 Go through the answers as a class Reread the Exam tip, and ask students to find examples of where the reviewer has used present simple in the review

Students discuss the question in pairs, then invite a few students to share their opinions with the class

Go through the rubric with students and ask them to make notes under each paragraph heading Suggest that students choose a film they have seen recently or one of their favourites

Students work in pairs Encourage them to check that their partner has notes under each heading Refer students to the Writing reference on p.168 and ask students to read the task and the sample review Go through the DOs and the Useful language

This could be set as a homework activity and collected

in to give individual feedback

Alternative for Activity 7–8

If you have a class who find writing challenging, make notes together as a class on the board for a film most students have seen as a model before students plan their own Alternatively, students could plan their work

in pairs

Put students into groups of three to four Then tell

them to turn to p.140 and follow the instructions.

Answers

4 2 127 Hours, directed by Danny Boyle, starring James

Franco, immediate box-office success, highly praised

by critics, nominated for many awards

3 a drama about survival, real story of Aron, Aron falls

down a hole, story of how he fights to stay alive

4 what I loved, how one actor holds our attention,

excellent performance

6 makes us think, definitely recommend it

8 Sample answer:

The film I would like to review is The Artist, winner of

seven Academy Awards in 2011, including best picture

It’s an unusual film because it is in black and white, and almost completely silent It is written and directed by Michel Hazanavicius

Although it is a French film, the story is set in Hollywood

The main character, George, played by Jean DuJardin, is a

star of a silent cinema in the late 1920s He doesn’t want

to star in the new type of films with talking It also follows his love story with an unknown young actress who starts

to become very popular

I thought it was very clever how the story is actually

a silent film about silent films I particularly liked how the actors manage to communicate the story without talking and only a few subtitles It has a wonderful musical score too

The Artist is definitely worth seeing Not only is it a

change from an average blockbuster, it is also charming and will make you feel good

Answers

1 1 many 2 some 3 a few 4 much 5 Few

6 a few 7 some 8 any

2 1 A 2 D 3 B 4 B 5 D 6 A 7 D 8 D

9 A 10 C 11 B 12 B

3 1 tourists 2 skiing 3 knowledge 4 musician

5 actor 6 retirement 7 childhood 8 happiness

9 friendship 10 competition

4 1 Jason never goes out to restaurants 2 How often do

you shop online? 3 We hardly ever go to the cinema these days 4 They used to play tennis all the time

5 Diana doesn’t eat out very often 6 I quite often see Eli at the swimming pool

5 1 Hi 2 Do you remember 3 you won’t believe

this 4 As you might imagine 5 Luckily 6 I’ve got a feeling 7 The main problem 8 Do write soon

9 Lots of love

6 1 keep in touch 2 haven’t seen Helen for

3 meeting up with 4 ’ve been waiting since

5 is (really) keen on 6 used to live

7 ’d rather go bowling 8 pick me up

7 1 wildlife documentary 2 gangster movie

3 horror film 4 romantic comedy 5 western

6 thriller

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A sense of adventure

Aim

● to introduce the topic and vocabulary of holidays in preparation for the reading activity

Warmer: Holiday brainstorm

Put students into groups of three to four and give them three minutes to brainstorm as many words related to holidays as they can If you are using ActiveTeach, set the timer in countdown mode Then, elicit the words and write them on the board

Students discuss the question in pairs Elicit some ideas from the class

● to complete an exam-style multiple-choice activity (Paper 1, Part 1)

Read the Exam tip aloud Allow students about five minutes to skim the text and answer the question Elicit the answer

Look at the first question as a class and underline the key words as an example (use the pen tool on ActiveTeach) Then show the text on ActiveTeach, and ask students to find the part of the text that answers

this question (… looking forward to an enjoyable hour’s diving – paragraph

1) Ask students to underline or highlight key words in the remaining questions, then answer them using the text They should underline the part of the text that answers each question Then ask students to compare their answers in pairs Check the answers as a class

Students discuss the question with their partner Elicit a few opinions

Answers

2 1

3 1 A (… were looking forward to an enjoyable hour’s diving … unaware of

any danger)

2 C (Luckily they found a large piece of floating wood and this probably

saved their lives.)

3 B (… threw rocks to drive them away)

4 B (… the dragons became more confident …)

5 C (… Frank used his knowledge of tides and currents to work out where the group was likely to be.)

6 A (… they had suffered just a few cuts and bruises.)

1

2 3

4

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ActiveTeach interactive activity: Adverbs

Students read the sentences and discuss in pairs how they think the gaps should be filled in Refer them back

to the text for help Invite a student to come to the board and drag the correct word into each gap while the class makes suggestions Then reveal the answers

Vocabulary

phrasal verbs in context

Aim

● to practise deducing the meaning of phrasal verbs from

context and to use them correctly

Students match the phrasal verbs with their definitions using their context in the article to help

Remind students that some phrasal verbs have many

meanings, e.g work out here means calculate but can also mean to exercise: I work out five times a week, or sort out a disagreement: We had a big fight last week

but managed to work it out in the end.

Students complete the sentences 1–6 with the correct phrasal verb Emphasise that they may need to change the tense/person of the verb to fit the sentence (If you have a weaker class, you may like to give them a hint that there is only one sentence that they will need

to change the verb form for.) Students compare their answers in pairs, then check as a class

Students work with a partner, discussing whether they agree with each statement in Activity 6

Additional activity: Phrasal verbs

With their partner, students write three sentences using three of the phrasal verbs from Activity 5 Circulate, checking that the question forms are correct and that the phrasal verbs have been used appropriately

Students swap partners and share their sentences with their new partner

game)

Answers

5 1 D 2 A 3 E 4 F 5 C 6 B

6 1 turn into 2 get over 3 looking forward 4 set off

5 work out 6 get away

5

6

7

Grammar focus Reading

to class as a model before students discuss theirs

Look at the heading with students and tell them that

‘In the right place at the right time’ is a well-used phrase in English Ask if there is a similar phrase in their first language Students read the story then elicit the answer to the question Then ask students to retell the story with their partner

Students match the underlined verb forms with the descriptions, then compare their answers in pairs before checking as a class

Ask students to match the underlined forms in Activity

1 to the tenses A–C Elicit which underlined form is an

example of past simple (fell) Elicit any other examples

students can see of the past simple in the text If using ActiveTeach, highlight these as students say them,

or invite a student to come to the board to do so, with other students helping them by calling out the answers When all the examples have been found, erase the highlighting Repeat this with the remaining two tenses

Read the first sentence aloud, then elicit which action came first and which came second Ask students to mark the remaining sentences then compare their answers in pairs before checking as a class

1

2

3

4

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Students complete the story with the correct forms of

the verbs in brackets, then compare their answers in

pairs Go through the story as a class

Teaching tip

Some students have a tendency to overuse the past

perfect in storytelling after learning it If you notice

this, remind students that the past simple is the most

common narrative tense and that the past perfect

is usually only used to emphasise that one event

happened before another

Answers

3 A fell (decided, had, knelt, listened; knew, started, arrived)

B was (well) prepared, was raining, was waiting (wasn’t

breathing)

C had stopped (had done, had started)

4 2 When the man fell (2), I was talking to my friend (1).

3 When the man fell (1), I immediately phoned for an

ambulance (2)

4 His hand was bleeding a little (2) because he had hit it

when he fell (1)

5 A lot of cars were going past (S) so it was difficult to

hear the ambulance driver’s instructions (S)

6 My little girl started to cry (2) when she saw the man

on the ground (1)

5 1 had taken 2 continued 3 had lost 4 arrived

5 rushed 6 got 7 had already started

8 was standing 9 had happened 10 heard

11 phoned 12 was doing/had done

Time phrases

Students complete the activity, then check as a class

Read the Language tip, then put students into

different pairs from Activity 1, and ask them to tell

them about the journey to class again, using the

narrative tenses and time phrases from this lesson

Answers

6 1 After 2 During 3 As soon as 4 Afterwards

5 While 6 When 7 by the time 8 when

Additional activity: Hear it second-hand

To challenge students, tell them that they are going to

listen to their partner’s journey then retell it to the class

(or a new partner if you have a very large class) using

Students read the story and discuss in pairs how they think the gaps should be filled in Then work through each gap with the class by clicking on the drop-down menu and inviting suggestions Select the answer most students agree is correct At the end, reveal the answers

connect four words in a row)

Speaking focus Vocabulary

holidays and travel

Aim

● to review and expand vocabulary related to holidays and travel

Look at the photos as a class (magnify on ActiveTeach

if using), and elicit what people are doing in each one

Then put students into pairs to discuss the questions

Remind them to speak about each photo in turn for every question Elicit some responses for each question from the class

Students work in pairs to choose the correct option, then check as a class Focus on the first sentence, and elicit some ways that students could change it so that

it is true for them (e.g My parents still travel abroad a

lot; My parents never used to travel abroad much when

I was young but now they do My parents have never travelled abroad much, they prefer to stay home) Then

ask students to rewrite the rest of the sentences

so that they are true for them Encourage students who finish early or who need a challenge to add an additional sentence with more detail about each one, using a dictionary or asking you for any additional vocabulary Put students into small groups to share their sentences Encourage students to expand on each one if they can

Answers

2 1 travel 2 theme park 3 beach 4 journey

5 flight 6 break

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2

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Check students understand speculate (to guess about

something, without knowing all the facts or details)

Play the recording again (pausing as necessary) while students complete the phrases When you check the answers with the class, make sure you write them on the board (or open the audio script on ActiveTeach) so that students can check their spelling is correct

Highlight or underline on ActiveTeach (or rewrite

on the board) the parts/words/phrases from within Felipe’s phrases that can be recycled/adapted Read the Exam tip Then, ask students to take turns to ask and answer the questions in pairs

Give students a few minutes to read the

follow-up question and answers Then with their partner discuss which is the best answer and why Elicit a few responses If they are not sure, refer them back to the guidelines in the Exam tip regarding length

Tell students that they are each going to do a practice long turn activity Make sure that they understand that one student does the first task, and the second student listens only, then answers the follow-up question

Students then swap Remind them of the useful phrases from Activity 5 Circulate while students are completing the tasks, listening for good examples of the phrases or other interesting language Make a note of these and share with the class some of the best things you hear

Answers

5 1 probably 2 imagine 3 might 4 guess 5 looks

6 might

7 Answer A because it gives a good reason without being

Listening focus Speaking

in pairs before checking as a class

Read the rubric and Exam tip aloud In this exercise there are only five questions as a practice, although there are seven in the exam Elicit what students think they should do before they listen to the recording again (They should read the questions, and underline key words This will help focus their listening.) Give them a few minutes to do this, then play the recording again Go through the answers with the class

Check students understand the meaning of colloquial

(language or words that are colloquial are used mainly

in informal conversations rather than in writing or formal speech) Then ask students to use the words in the box to complete the phrases Play the recording while students check Play the recording again, for students

to repeat, pausing after each phrase You may want

to help them with intonation by humming/tapping

Remind students that in English intonation plays an important role in politeness, and lack of intonation can

be interpreted as impoliteness/disinterest (If students have ActiveStudent, suggest that they practise listening and repeating the phrases again for homework.)

1

2

3

4

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Students complete the dialogues with the expressions

in Activity 4 Students check their answers in pairs and

then as a class Students read the dialogues aloud in

pairs to practise intonation

In pairs, students discuss the questions

Answers

2 China, New Zealand (India is inferred but not mentioned

directly, Africa is mentioned but this is a continent, not a

country.)

3 1 A 2 A 3 C 4 B 5 C

4 1 suppose 2 know 3 sort 4 mean 5 tricky

6 stuff

5 1 I see what you mean 2 I suppose you could call it

that! 3 That’s a tricky one to answer 4 and stuff/that

sort of thing

Extend Activity 6 by asking students to present to the

class their ideas for their year abroad in two minutes

each If you have access to computers and a projector/

interactive whiteboard, they could make some slides

to accompany their presentation You could give them

further framework suggestions, such as choosing five

different stops

Teaching tip

Students working in pairs will get discussion practice

throughout the activity, which is preferable to them

● to present some extreme adjectives in context, and to

provide reading practice

Focus students’ attention on the upper photo on p.43

Put students into pairs to describe the journey Elicit

some ideas from the class

Read the rubric aloud, and check students understand

dramatic (exciting) Give students a few minutes to

read the text and underline the adjectives Students

compare their answers in pairs then check as a class

Elicit what each underlined adjective in the text means

using the form ‘very ’, so terrible means very bad,

terrifying means very scary, etc.

2 terrible, terrifying, freezing, exhausted, starving

Extreme adjectives

Aim

● to review and expand vocabulary of extreme adjectives, and to use them in speaking practice

Elicit the extreme adjective that means very cold

(freezing) and match 1–E as a class Students match the

remaining adjectives They compare answers in pairs before checking as a class Focus students’ attention on the Language tip

Additional activity: Correcting sentences

For further practice, write up the following phrases on the board, and ask students to identify the incorrect sentences and correct them in pairs

I was very starving (absolutely starving) I was very tired

(correct) It was absolutely amazing (correct) It was

absolutely loud (very loud).

Play the recording while students listen Then play the recording again, pausing after each line for students to repeat the stress and intonation Repeat until you are satisfied with the student intonation (If students have ActiveStudent, suggest that they practise listening and repeating the phrases again for homework.)

Elicit a dialogue using hungry/starving as an example:

Were you hungry after your run? Hungry? I was absolutely starving! Then, ask students to work in pairs to add

five more dialogues following the same pattern using adjectives from Activity 3 When students have written their sentences, they practise saying them aloud with their partner You could play the recording once more

to remind students of the intonation Invite pairs to share one of their dialogues with the class each

Give students a few minutes to think about the starter and what the story might be; it doesn’t have to be true

Then, ask students to tell their stories in pairs

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Alternative activity: Tag-team story

In Activity 6, instead of telling stories individually, students work in small groups of three to four doing a tag-team story The first student begins telling the story

Once the first student has used one of the adjectives from Activity 3, the story passes to the next person to continue the retelling

Extreme adjectives

Students read the sentences and discuss in pairs how they think the gaps should be filled in Invite a student to come

to the board and drag the correct word into each gap while the class makes suggestions Then reveal the answers

Teacher’s Book p.120/141

Grammar focus

Reading

Aim

● to provide an interesting context for asking subject/

object questions and to provide reading practice

Warmer: James Bond discussion

In pairs students discuss the following question, then

elicit a few ideas with the class: What do you know about

James Bond?

James Bond is a fictional British Secret Service Agent (spy) created by Ian Fleming in 1952 Bond (code name 007) has been featured in books, short stories, comics, television and films

Students read the news story then write a sentence summary Students compare their summaries

one-in pairs Then elicit some of them as a class

Students read the story again and then match the questions with the answers

Additional activity: Dictionary work

Ask students to choose five words from the article that are new or that they find interesting They could look up the definitions in the dictionary Students compare with

a partner the words they chose and their reason

identify the verb (takes), subject (Aston Martin) and object (dive) Then ask students to read the two

questions and answer in Activity 3, then complete the rules Students compare their answers and reasons in pairs before going through as a class

Ask students to work in pairs and mark each question

in Activity 2 with (S) for subject or (O) for object Go through the answers as a class Read the Language

tip aloud Share or elicit some other examples starting

with What happened …? e.g What happened to

Susanna Evans? What happened on the way to school today? Refer students to the Grammar reference on

p.150 If you have a strong class, they could read it independently or for homework If your students need additional help with grammar, go through it in detail talking through the notes and examples

Ask students to read the dialogue quickly to find out what happened, before completing the questions

They should compare their answers in pairs before you

go through as a class

In pairs, students turn to p.143 and p.144, respectively

Students take turns to ask and answer questions to complete their story

Answers

3 1 subject 2 object 3 do not use

4 subject: 1, 3 object: 2, 4, 5, 6

5 1 did the accident happen 2 caused 3 did the pilot

do 4 did he choose 5 happened 6 rescued

6 Student A: 1 Lyndhurst 2 making a cup of coffee

3 comedy programme 4 very good 5 Tina

6 the back garden 7 all the lights went off 8 Ruth

9 an amazing sight 10 half a metre Student B: 1 Brown 2 Tina 3 Frank 4 doing some homework 5 the end of the afternoon

6 big storm clouds 7 ran into the house 8 Frank

9 an enormous crash 10 A big tree

3

4

5

6

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Subject/object questions

Students look at the scrambled words for each question

and the answer to the question, and discuss in pairs

which order they think the words should go in Invite a

student to come to the board and drag the words into

the correct order while the class makes suggestions and

modifications Then reveal the answers

Reading

Aim

● to identify key word transformations in a text

Students read the two texts first to find out what

happened to Jason Then they reread and underline

the eight phrases in Text 2 which are different

from Text 1 Go through as a class If you are using

ActiveTeach, invite a student to underline the phrases

using the pen tool

Read through the different types of changes Focus

on the first underlined phrase as an example, used to

be and ask students to compare with the first text was

once Look at the second underlined phrase At the age

of compared to When he was … and elicit the type of

change by looking through each change in the list and

asking: Is this a change in tense? (no); Is this a change in

phrasal verb? (no); Is this a change in phrase of vocab item?

(yes); Is this a change in time expression (no); Is this a

change in verb pattern (no) Tell students that there may

be more than one change for some phrases Students

identify the remaining changes individually or in pairs

Go through the answers with the class

Answers

1 At the age of seventeen, hasn’t competed for two years,

While he was riding in an important race, had to spend

a long time in hospital, he is completely better now, has

taken up riding, ‘I can’t wait to compete’

2 1 hasn’t competed, while he was riding, is completely

better now, can’t wait to

2 has taken up riding

3 at the age of, spend time, is completely better, can’t

Strong students could challenge themselves by trying not to look at the clues at first Students compare their answers in pairs then check as a class

Answers

3 1 interested in 2 make up my mind 3 looking

forward to 4 on account 5 would you rather stay

6 take advantage of 7 I’m concerned 8 on her own

Writing focus Speaking

● to write a report with appropriate features

Students read the answer then discuss the question in pairs

3

1 2

3

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Ask students to read the report again and underline the features Check as a class.

In pairs, students discuss each alternative Then check

4 1 The aim of this report is to …

2 Extreme sports, Motor racing events, Ghost walk,

Conclusion

3 Spectators are also welcome too, In order not to be

disappointed it is a good idea … you will love

4 If you enjoy taking a risk then you will love what they

can offer you, … it is a good idea to book ahead as these activities are often popular

5 If you want something exciting to do then there are

many opportunities in this area

5 1 Dear Sir (used for an informal letter, not a report)

2 I absolutely love (do not give your personal opinion in

a report)

3 Are you looking for somewhere unusual to visit?

(direct questions are not suitable for a report)

4 You really ought to book in advance (it is better to use

the passive)

5 Finally, I must say that … (do not use the first person)

7 Sample answer:

Introduction

This report is intended to give some information about the

range of exciting activities that tourists can do while in our

area

Water sports

There are a range of water sports available on the local lake

including kayaking, fishing and swimming These activities

are suited to fine weather so it is important to check the

forecast

Nature walks

People who enjoy walking in the outdoors will find many

trails around the lake and in the surrounding forest The

walks range from an easy ten-minute stroll to a challenging

full-day hike Maps are available at the local tourist office

4

5

6

7

Chocolate factory visit

For a different sort of fun, the chocolate factory offers

tours and tastings, which are popular with both adults and children The guided tours take around 30 minutes and are

an interesting opportunity to see how chocolate is made

Conclusion

There is plenty for tourists to discover in this region In

order to find out more about the activities above and other seasonal events, it is recommend that people begin their stay with a visit to the local tourist office

Teaching tip

Giving your students an audience

One way to make writing tasks more meaningful is to increase the audience Ways to do this could include posting student work around the classroom, posting student work on a class blog, or students sharing their work in small groups Make sure you tell students in advance who their audience is going to be and get permission before posting anything online

in pairs before checking as a class on ActiveTeach

Alternatively set as a homework activity and then go through the interactive activities on ActiveTeach to check

Answers

1 1 was 2 decided 3 had waited 4 stopped

5 understood 6 planned/was planning 7 needed

8 was sleeping 9 did/was doing 10 were driving

11 fell 12 went 13 got out 14 found 15 was

16 hadn’t even woken up

2 1 get over 2 getting away 3 turn into 4 work out

5 ’m looking forward 6 set off

3 1 C 2 B 3 B 4 A 5 B 6 C

4 1 Who took her phone? 2 What did Amanda do?

3 Who answered? 4 What did Amanda ask for?

5 Who did Amanda tell? 6 What happened to Amanda and Rory?

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The consumer society

Listening and Vocabulary focus

Vocabulary

shops and shopping

Aim

● to expand and use vocabulary related to shopping

Students work through the questionnaire, then compare their answers

in pairs Then students turn to p.142 to see their results Elicit whether students agree with their results and why/why not

Focus students’ attention on the first underlined word in the

questionnaire (brands) and elicit which definition matches it Students

match the remaining underlined words with the definitions Students compare their answers in pairs before checking as a class

Read the first statement aloud, and elicit which statement it refers to in the questionnaire (10) Students match the remaining sentences then compare in pairs before checking as a class

Ask students to write a comment for each of their responses in the questionnaire Then put students into small groups of three to five (with

a different partner from Activity 1 if possible) to discuss their responses to the survey and share their reasons

Teaching tip

Encourage students to have a specific place to record new vocabulary, whether it’s a physical notebook or an electronic record such as in their smartphone

Answers

2 1 hypermarket 2 street market 3 brand 4 chain store 5 browse

6 logo 7 shopping centre 8 on credit

3 1 10 2 4 3 9 4 6 (also possible: 1)

ActiveTeach interactive activity: Shops and shopping

Open the additional interactive activity on ActiveTeach Students read the two halves of the sentences and discuss in pairs which ones they think should be matched with which Invite a student to come to the board and connect the sentence halves while the class makes suggestions Then reveal the answers

ActiveTeach Game: Wordsearch (students find words hidden in a grid of letters)

1

2

3

4

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